{"id":16512,"date":"2024-05-15T09:54:25","date_gmt":"2024-05-15T07:54:25","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=16512"},"modified":"2024-05-15T09:55:12","modified_gmt":"2024-05-15T07:55:12","slug":"contes-dunamuno-3-el-diamant-de-villasola-1898","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/ca\/contes-dunamuno-3-el-diamant-de-villasola-1898\/","title":{"rendered":"Contes d\u2019Unamuno (3): el diamant de Villasola (1898)"},"content":{"rendered":"

Contes d\u2019Unamuno (3): el diamant de Villasola <\/em>(1898)<\/h1>\n

Avui dir\u00edem que aquest mestre es disposava a adoctrinar<\/p>\n

\"\"
Frank Reppold. \/ Pixabay<\/figcaption><\/figure>\n

Llic\u00e8ncia Creative Commons<\/a><\/p>\n

\"\"<\/p>\n

 <\/p>\n

Andreu Navarra<\/strong><\/a><\/p>\n

 <\/p>\n

Ja va sent hora que ens endinsem en les idees espec\u00edficament pedag\u00f2giques de Miguel de Unamuno<\/strong>, per\u00f2 no ho pod\u00edem fer sense una pr\u00e8via excursi\u00f3 per tot all\u00f2 que opinava del positivisme i l\u2019ambient i les inquietuds pr\u00f2pies de la seva \u00e8poca, per aquesta ra\u00f3 hem preferit escriure abans sobre Mecan\u00f2polis<\/strong><\/a> i Batrac\u00f2fils i batrac\u00f2fobs<\/strong><\/a>. Tampoc podem passar per alt que la segona novel\u00b7la d\u2019Unamuno, Amor y Pedagog\u00eda<\/em> (1902) se centra sobre la q\u00fcesti\u00f3 educativa. En aquesta obra, Don Avito Carrascal <\/em>es proposa educar el seu fill Apolodoro <\/em>d\u2019una aital fais\u00f3 que es converteixi en un geni. En aquesta crua s\u00e0tira de la pedagogia futurista de finals del segle XIX, Unamuno va voler ridiculitzar el papanatisme progressista<\/strong> que ja aleshores feia aut\u00e8ntics estrall en l\u2019\u00e0nim dels joves. No \u00e9s altra la ra\u00f3 que duu el pobre Apolodoro fins al su\u00efcidi, neguitejat per la megalomania paterna i per la seva incapacitat d\u2019enfrontar-se a l\u2019esdevenir natural de la vida.<\/p>\n

El diamante de Villasola <\/em><\/strong>\u00e9s anterior a Amor y Pedagog\u00eda<\/em>; va ser escrit el 1898, en plena crisi personal de l\u2019autor. A Villasola<\/em> (fixem-nos-hi, un lloc a\u00efllat, provinci\u00e0, que no genera ci\u00e8ncia, sin\u00f3 que la imita) hi ha un mestre, i aquest mestre \u00e9s com els batrac\u00f2fils, partidaris de fer experiments amb les granotes del casino de Ciama\u00f1a<\/em>, o com Don Avito<\/em> Carrascal<\/em>: \u201cel mestre de Villasola era extraordin\u00e0riament perspica\u00e7 i entusiasta com pocs del seu art: fou aix\u00ed que tan aviat com detect\u00e0 en aquell noi una intel\u00b7lig\u00e8ncia compacta i clara, va experimentar el mateix goig que un lapidari a qui li ha arribat a les mans un meravell\u00f3s diamant en brut\u201d. Avui dir\u00edem que aquest mestre es disposava a adoctrinar<\/strong>, \u00e9s a dir, a tractar de modelar i manipular excessivament una consci\u00e8ncia impressionable.<\/p>\n

Per\u00f2, seguim: \u201cAquell s\u00ed que era un exemplar per als seus experiments i per a posar en pr\u00e0ctica tota la seva per\u00edcia! Un form\u00f3s conillet d\u2019\u00edndies per als experiments pedag\u00f2gics! Excel\u00b7lent mat\u00e8ria pedag\u00f2gitzable on assajar-hi nous m\u00e8todes in anima vili<\/em>! Perqu\u00e8 la profunda convicci\u00f3 del mestre de Villasola<\/em> \u2013tot i que no arrib\u00e9s a formula-se-la- era que els nois eren el mitj\u00e0 per a fer pedagogia, com els malalts per a fer patologia. No hi ha dubte que aquest mestre havia caigut, com molts d\u2019altres en el nostre m\u00f3n d\u2019avui en dia, en la superstici\u00f3 de la ci\u00e8ncia, \u00e9s a dir, en un concepte religi\u00f3s i dogm\u00e0tic de la ra\u00f3 pr\u00e0ctica deslligada de la prud\u00e8ncia artesanal. Quantes vegades, quan examinem les pr\u00e0ctiques \u00abalumnmoc\u00e8ntriques\u00bb<\/strong>, no hi trobem sin\u00f3 una elefantiasi de la metodologia, \u00e9s a dir, un gurucentrisme<\/em>?<\/p>\n

I l\u2019acusaci\u00f3 m\u00e9s greu que Unamuno li fa a aquest mestre \u00e9s que es dediqui a educar per al seu propi llu\u00efment, per a brillar i destacar ell, en compte que brilli o destaqui l\u2019alumne, el pobre diamant en brut de Villasola<\/em>.<\/p>\n

Incre\u00efblement actual, en un moment en qu\u00e8 el simulacre de l\u2019aprenentatge ha bandejat qualsevol mena de verificaci\u00f3 de l\u2019aprenentatge, i on la urg\u00e8ncia de la verificaci\u00f3 del m\u00e8tode ha convertit l\u2019alumne en un mitj\u00e0 en comptes d\u2019un fi. Com el futur personatge de novel\u00b7la Apolodoro<\/em>, al deixeble del compte de 1898 se\u2019l poleix com un diamant, i com \u00e9s realment com un diamant, no sap comportar-se en p\u00fablic, perqu\u00e8 el seu comportament \u00e9s dur, fred i colpidor. Se l\u2019ha convertit en una mena de m\u00f2nada. El seu frac\u00e0s com a persona \u00e9s evident, i el del seu mestre com educador tamb\u00e9 queda en evid\u00e8ncia: \u201cQuan el mestre de Villasola<\/em> va con\u00e8ixer el final del seu diamant, es va plantejar aquesta \u00e0rdua q\u00fcesti\u00f3: La Pedagogia, \u00e9s ci\u00e8ncia pura o d\u2019aplicaci\u00f3?<\/strong>\u201d Per\u00f2 el que no se li va oc\u00f3rrer a l\u2019educador de Villasola<\/em> fou que es m\u00e9s f\u00e0cil obtenir llum de la calor potencial emmagatzemada en el carb\u00f3, que obtenir calor viv\u00edfic de la llum merament reflectida i de prestat del diamant.<\/p>\n

Ben b\u00e9 podria ser aquest el fragment m\u00e9s interessant de tot el relat, que tindria una possible doble lectura: una interpretaci\u00f3 espec\u00edficament pedag\u00f2gica, centrada en el paper de la pr\u00f2pia intel\u00b7lig\u00e8ncia dels alumnes, i una interpretaci\u00f3 social o nacional, si la posem en relaci\u00f3 amb el contingut del gran assaig central unamuni\u00e0, En torno al casticismo<\/em><\/strong>, redactat i publicat a La Espa\u00f1a Moderna<\/em> un any abans que El diamante de Villasola<\/em>.<\/p>\n

Anem a la primera conclusi\u00f3, la dimensi\u00f3 individual: Unamuno, catedr\u00e0tic de grec, sembla que dominar molt b\u00e9 la teoria pedag\u00f2gica d\u2019Arist\u00f2til<\/strong>, que en aquells moments estava aplicant tamb\u00e9 Maria Montessori a les seves escoles, segons ens explica Catherine L\u2019Eccuyer en els seus estudis sobre la pedagoga italiana: el nen cont\u00e9 una pot\u00e8ncia interna que el pedagog ha de desvelar i desenvolupar, amb l\u2019ajut d\u2019un guiatge actiu i racionalista. Res a veure, doncs, amb el rousseaunianisme nihilista hegem\u00f2nic d\u2019avui dia, que propugna el rondar amorf i el bandeig de la cultura d\u2019acollida en benefici del talent innat i infinitament bondad\u00f3s.<\/p>\n

En segon lloc, la met\u00e0fora del diamant enlla\u00e7a amb les doctrines de En torno al casticismo<\/em> i converteix un tema educatiu en una clau pol\u00edtica de la regeneraci\u00f3 nacional: Espanya ha de ser Sol i no Lluna, ha de generar llum pr\u00f2pia i ci\u00e8ncia, per\u00f2 no ha d\u2019imitar la que li arriba de fora de manera acr\u00edtica, dogm\u00e0tica o fins i tot bavejant. De la mateixa manera que el nen posseeix una pot\u00e8ncia interna que el condueix a donar forma a la seva personalitat, la naci\u00f3 \u2013o la societat civil, com ho preferim- hauria de ser capa\u00e7 de construir els seus propis criteris m\u00e9s enll\u00e0 de l\u2019enlluernament per la novetat o els reclams de la moda urgent.<\/p>\n

Serem sols o serem llunes? Serem carbons calents de passi\u00f3 o diamants a\u00efllats? El resultat no pot ser m\u00e9s clar: l\u2019entusiasme tecnocr\u00e0tic pot derivar f\u00e0cilment en casos d\u2019imprud\u00e8ncia i fins i tot d\u2019ocultament de les limitacions dels models de perfeccionament. A Unamuno li preocupaven els experiments rousseaunians<\/strong> de la d\u00e8cada de 1890. Ofuscats per l\u2019anhel de crear genis, no creem sin\u00f3 ansietat i impulsos autodestructius. La persona ha d\u2019aprendre a madurar progressivament abans que la societat el colpeixi massa fortament. L\u2019afany per un avenir magn\u00edfic no ens ha de conduir a una il\u00b7lusi\u00f3 entesa com un miratge desconnectat de la realitat: el voluntarisme por engendrar molts monstres. No hi ha dubte que tots plegats far\u00edem molt b\u00e9 de tenir en compte algunes d\u2019aquestes idees provinents d\u2019un final de segle filos\u00f2ficament convuls.<\/p>\n

\n

Font:\u00a0educational EVIDENCE<\/strong><\/p>\n

Drets:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Ja va sent hora que ens endinsem en les idees espec\u00edficament pedag\u00f2giques de Miguel de Unamuno, per\u00f2 no ho pod\u00edem fer sense una pr\u00e8via excursi\u00f3 per tot all\u00f2 que opinava del positivisme i l\u2019ambient i les inquietuds pr\u00f2pies de la seva \u00e8poca, per aquesta ra\u00f3 hem preferit escriure abans sobre Mecan\u00f2polis i batrac\u00f2fils i batrac\u00f2fobs.<\/p>\n","protected":false},"author":4,"featured_media":16507,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"1","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[232,412],"tags":[1075,1076,905,301],"class_list":["post-16512","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-humanitats","category-literatura-ca","tag-el-diamant-de-villasola","tag-mestre","tag-miguel-de-unamuno","tag-pedagogia-ca"],"yoast_head":"\nContes d\u2019Unamuno (3): el diamant de Villasola (1898) - 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